Template
Schoolwide Program Plan
[pic]
West Side Elementary
2012-2013
Picayune School District
Title I Schoolwide Program Plan
Date when Plan Implemented 8-07-2012 Plan Status: New ____ Revised___X______
| | |
|School District Name: |Picayune Public Schools |
| | |
|Address: |607 Goodyear Boulevard |
| | |
| | |
|Title I Coordinator |Frank McCardle |
| | | | |
|Phone: |( 601 ) 798-3230 |FAX: |( 601) 798-1742 |
| | |
|E-Mail Address: |fmccardle@pcu.k12.ms.us |
| | |
| | |
| | |
|School Principal: |Pamela Pigott |
| | | | |
|Phone: |(601) 798-3625 |FAX: |( 601) 798-1879 |
| | |
|E-Mail Address: |ppigott@pcu.k12.ms.us |
| | |
|School Name: |West Side Elementary |
| | |
|Address: |111 Kirkwood Street |
| | |
| |Picayune, MS 39466 |
| | |
| | |
| | |
|Superintendent: |Dean Shaw |
| | | | |
|Phone: |(601) 798-3230 |FAX: |(601) 749-5973 |
| | |
|E-Mail Address: |_dshaw@pcu.k12.ms.us___________________________________________ |
| | | | |
|School Enrollment: |506 | | |
| | | | |
|Grade Levels: |K-6 | | |
| | | | |
|Free/Reduced Lunch % |80%_________ | | |
Introduction
A schoolwide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school. The primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards. The schoolwide planning team should decide which focus areas are most essential to reform the school. Although additional factors may be added to the profile, those listed below significantly impact student achievement, and at a minimum, the schoolwide planning team should assess the school’s current status with respect to each of them. Some questions that will help the team know what information to collect are listed after each factor. The Mississippi Department of Education considers these factors the “five dimensions.”
Each dimension listed below is followed by a list of fundamental questions that must be addressed in the planning of your comprehensive needs assessment and through out the development and implementation of the schoolwide program:
1. Student Achievement: How well are students attaining the challenging academic standards set by the State and school district? What are school completions or mobility rates? How many students are making smooth transitions from one school to the next? Is there a reduction in the rate of students leaving the school, either as a result of making a voluntary transfer or because they are dropping out of the system?
2. Curriculum and Instruction: What are teachers and administrators doing to ensure that teaching methods are up-to-date and the curriculum reflects state, local, and national content standards? What opportunities are there on the job to improve the curriculum, raise expectations of staff, and secure top-quality instructional materials?
3. Professional Development: Are there on-the-job opportunities for teachers to participate in meaningful professional development? Do teachers select the professional development opportunities available to them? What topics attract the largest groups of participants? Who participates? What follow-up takes place? Are teachers working in a collaborative effort as team members and mentors? What instrument can reliably assess the extent to which teachers are collaborating? What can be done to further promote and enhance collaboration among teachers?
4. Family and Community Involvement: In what ways are parents and the community involved in meaningful activities that support student learning? How are parents and the community involved in school decisions? Are health and human services available to support students and encourage healthy family relationships? If families speak languages other than English, are school messages communicated in those languages? Do services for families include students with disabilities, both physical and educational? Can parents develop their own parenting skills or gain access to other educational opportunities through the school?
5. School Context and Organization: How large are classes? Is adequate time devoted to subjects in which students perform poorly? Do teachers have a voice in decision making and school policies? What role do teachers have in deciding what assessment will be used to evaluate individual students of the program as a whole? Do school committees and decision making bodies make it easier for teachers, parents, paraprofessionals, support staff, and students to be heard? Are all groups apart of solutions to identified problems?
|SCHOOLWIDE PROGRAM PLANNING |
A. Planning Team
A schoolwide program is developed with the involvement of parents, licensed and non-licensed staff, administrators, and others who will carry out the plan. The planning team assumes responsibility for providing leadership during the planning and implementation of the schoolwide program. The planning team also assumes the responsibility to ensure that all stakeholders have an opportunity to provide input as the plan is developed.
Since parental involvement is a major element in Title I, parents should be included on this planning team. If the application is for a secondary school, students may be on the planning team. School and district Title I personnel must also be included.
Note: An existing school improvement team could assume the planning responsibilities for the schoolwide program as long as this team includes representatives from the groups listed in the chart below.
Planning Team - List the names of people involved in developing this plan. (Each group should have at least one participant.)
|Position |Name of Team Member |
|Parents: |Mary Bowman, Sandra Spanks, Kim Ramsay, Leslie Carter |
|Licensed Staff: |Dianne DuPont, Kindergarten Teacher; Pat Taucer, K-3 Special Education Teacher; Ellen Nail, 5th Grade |
|(include position) |Math Teacher |
|Non-Licensed Staff: (include |Wendy Houchin, Assistant Teacher; |
|position) |Frances Storey, Title I Assistant; |
| |Mardesia Chauvin – Title I Aide & Technology Associate |
|Administrators: |Pamela Pigott, Principal |
|(include position) |Anita Dana, Assistant Principal |
|District Staff: |Keasha Smith, Elementary School Counselor; |
| |Kaye Smith, Picayune Memorial High School, English Department; |
| |Brent Harrell, Assistant Superintendent |
|Title I Staff: |Susan Stockstill, Title I Assistant; |
| |Frank McCardle, Title I Coordinator |
|Community Members |Becky Macdonald, Federal Funds Procurement for Picayune Police Department; |
|(include position) |Kenny Macdonald, Rotary Club Officer |
| |Ray Hart, ABC Insurance Company |
|District Homeless Liaison: | Yolanda Lindsey, School Social Worker |
|Others: (secondary students, etc.) | |
B. Schoolwide Planning Summary
1. Briefly describe the process used to develop the schoolwide plan.
In 2009, through a phone consultation with MDE, Frank McCardle (Title I Coordinator) and Brent Harrell (Assistant Superintendent) were advised to move Picayune School District from Targeted Assistance to Schoolwide Title I from the office of Michael Gibbons: Jennifer Clanton, Marcus Cheeks, and Betina White. An administrative meeting was called on December 10, 2009, to discuss the move from Title I Targeted Assistance to Schoolwide Title I. Notebooks were given to administrators that outlined the protocol for Schoolwide programs. At the school level, planning teams were formed to include parents, community members, and school personnel. The faculty and staff were informed on January 13, 2010, at a faculty meeting that we would be making the move to Schoolwide and the first parent/community meeting was held on January 26, 2010. Discussions were held at subsequent meetings to solicit suggestions and incorporate those into the Schoolwide program. These planning meetings were ongoing throughout the year in order to better serve children and allow for parent input.
In May of 2011, Planning Team Members received a packet including the 2010-2011 Overall State Accountability Rating, statistics pertaining to West Side Elementary School, instructional goals for 2011-2012, and student population concerns. A Planning Team meeting was held on March 20, 2012, to review/revise the Schoolwide Title I Program for 2012-2013, to review/revise the Parental Involvement Policy, to review/revise the Student-Parent-School Compact, and to discuss any other topics that Planning Team Members deemed to be important. Planning Team members were able to give their input concerning all topics on the agenda.
2. Use the following table to summarize the steps and activities of the planning process. Include planning team meetings, staff work sessions, visits to schools, parent meetings, staff meetings where planning took place and other activities conducted during the needs assessment, inquiry process and plan development.
|Meeting |Agenda Topics/Planning Steps |Participants at Meetings |
|Dates | |( all columns that apply |
| | |plng. team |all staff |parents |
| | | | | |
|February 13, 2012 |District Title I Planning in Board Room |X | | |
| |TINA surveys to be completed in March, Schoolwide Plan revision date|(Principals) | | |
| |and budge/expenditures due date, School Compacts, FY13 CFPA due | | | |
| |dates, CY12 CFPA Amendment, Parental Involvement Policies to be | | | |
| |revised/updated, FY2011-2012 Monitoring Visit, Private School | | | |
| |Consultation | | | |
| | | | | |
| |Memo from Frank McCardle concerning 2012-2013 Student Needs | | | |
| |Assessment Results, date for completing the Comprehensive Needs | | | |
|March 6, 2012 |Assessment/Program Evaluation, Addressing specific | | | |
| |needs/expenditures in the Schoolwide Plan | | | |
| | | | | |
| | | | | |
| |District Title I Planning in Board Room to Discussion of TINA |X | | |
| |Results and School Wide Plan and Procedures for Revising Plans for |(Principals) | | |
| |2012-2013 | | | |
| | | | | |
|March 14, 2012 |Planning Committee Meeting in West Side Library to review/revise the| | | |
| |Schoolwide Title I Program for 2012-2013, to review/revise the Title| | | |
| |I Parental Involvement Policy, to review/revise the | | | |
| |Student-Parent-School Compact, to discuss any other topics that | | | |
|March 20, |Planning Team Members deem to be important | | | |
|2012 | | | | |
| |Memo from Frank McCardle concerning Title I Planning Deadlines |X | | |
| | |(Principals) | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |District Title I Technical Assistance Meeting, Telephone Conference |X | | |
|March 21, 2012 |Updated Free/Reduced Lunch counts, 2012-2013 Student Needs | | | |
| |Assessment Results, 2012-2013 comprehensive Needs Assessments | | | |
| |Results, Schoolwide Plans, Title Expenditures, Title Budget Cuts and| | | |
| |Revisions | | | |
| | | | | |
| |Meeting with Dean Shaw, Brent Harrell, and Frank McCardle to turn in| | | |
|March 23, 2012 |Title I Schoolwide Plan 2012-2013 for review and final approval | | | |
| | | | | |
| | | | | |
| | | | | |
| | |X | | |
| |Faculty Meeting to review Schoolwide Title I Plan that was submitted|(Principals) | | |
| |on April 27, 2012 | | | |
| | | | | |
|April 27, 2012 |Registration will be held; Student-Parent-School Compacts will be | | | |
| |signed by parents; Title I Parental Involvement Activities Timeline | | | |
| |will be given out | | | |
| | | | | |
| | |X | | |
| |Title I Schoolwide Faculty Meeting will be held from 3:15 – 4:15 |(Principals) | | |
| |p.m. “T and T” (Title I and Tea) will cover the Title I Schoolwide | | | |
|May 2, 2012 |Plan and Mrs. Yolanda Lindsey and Mrs. Keasha Smith will be present | | | |
| |to discuss their roles in our district and our school; Planning Team| | | |
| |Members will be invited to attend as well | | | |
|July 16-17. 2012 | | | | |
| |Parents’ Guide to Study Skills, Integrity Time, and Computer | | | |
| |Programs that Enhance Our Students’ Academic Growth; Title I Aides | | | |
| |will help with presenting the computer programs available at school | | | |
| |and at home; Planning Team Members will be invited to attend as well| | | |
|August 22, 2012 | |X | | |
| |Family Math/Science/Technology Night will be held from 5:30-6:30; |(Principals) | | |
| |Title I Aides will be on hand to help parents/students with computer| | | |
| |programs (Reading Assistant, Study Island, Education City, Reading | | | |
| |Eggs); Parents will test with students on Accelerated Reader; | | | |
| |Planning Team members will be invited to attend as well | | | |
| | | | | |
| |Planning Team will meet to discuss the high points of 2012-2013 | | | |
|September 18, 2012 |Schoolwide Title I Plan and to discuss what needs to be revised, to | | | |
| |review/revise the Parent Involvement Policy, to review/revise the | | | |
| |Student-Parent-School Compact, and to brainstorm about new Parental |X |X | |
| |Involvement Activities for 2012-2014 |(Principals) | | |
| | | | | |
| | | | | |
| | | | | |
| | |X |X |X |
|March 5, 2013 | |(Principals) |(Some | |
| | | | | |
| | | |Staff) | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | |X | | |
| | | |X | |
|March 19, 2013 | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | |X | |X |
| | | |X | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | |X | |X |
| | | |X | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | |X | | |
| | | | | |
| | | | | |
| | | | | |
C. Communication
The planning team should closely coordinate with the rest of the school community during the planning process. Regular communication contributes to the development and implementation of a schoolwide program plan that is supported by all stakeholders. In this section, describe the process used to communicate with all stakeholders and how feedback was obtained from the various stakeholders.
Briefly describe the methods that were used to inform the entire staff, parents, community and district of the schoolwide planning team actions.
• Grade Level Registration
• Grade Level Syllabus
• Student-Parent-School Compact tri-fold
• Brochure at Registration
• Meet the Teacher
• Parent Orientation Night Grades K-6
a. K-2: Common Core State Standards
b. 3-6: Introduction to Common Core State Standards
• Family Math/Science/Technology Night
• School Website
• Faculty Meetings
• Collaborative Planning/Grade Level Meetings
• Calendars
• Memos
• Parent Conferences
• Parent Classroom Observations
• Emails
Briefly describe opportunities for feedback from these groups.
Staff and parents are able to use email and phone conferences as open lines of feedback and input. Additional communication is welcomed and encouraged by the administration and staff through the scheduling of personal conferences at the parent’s request and through the scheduling of classroom observations at the parent’s or teacher’s request. “Meet the Teacher”, Parent Orientation Nights
(K-6), and Family Math/Science/Technology Night are opportunities to communicate with parents and receive feedback. Parents and staff are requested to participate in online surveys (hardcopies are available in English and Spanish upon request) that are designed to provide feedback about programs. Also, the school website provides a link through which parents and staff can provide feedback to administration on any topic desired.
1. What percentage of the stakeholders supports the completed Schoolwide Plan?
__94__%
(This is the percentage of stakeholders who supports the Targeted Assistance
Plan. This is the percentage who said that federally funded Language
Arts/Reading and Mathematics programs are adequately addressing the
academic needs of students in the district/school, Comprehensive Needs
Assessment, Dimension I, Evaluation #1.)
D. Technical Assistance
Use the following table to document the technical assistance you received during the planning year.
Supply the dates of meetings, who provided the assistance, and the type of assistance.
|Date |Provider |Type of Assistance |
|February 13, 2012 |Frank McCardle |District Title I Planning in Board Room |
| | |TINA surveys to be completed in March, Schoolwide Plan revision date and |
| | |budge/expenditures due date, School Compacts, FY13 CFPA due dates, CY12 |
| | |CFPA Amendment, Parental Involvement Policies to be revised/updated, |
| | |FY2011-2012 Monitoring Visit, Private School Consultation |
|March 14, 2012 |Frank McCardle |District Title I Planning in Board Room to Discussion of TINA Results and |
| | |School Wide Plan and Procedures for Revising Plans for 2012-2013 |
|March 23, 2012 |Frank McCardle |District Title I Technical Assistance Meeting, Telephone Conference |
| | |Updated Free/Reduced Lunch counts, 2012-2013 Student Needs Assessment |
| | |Results, 2012-2013 comprehensive Needs Assessments Results, Schoolwide |
| | |Plans, Title Expenditures, Title Budget Cuts and Revisions |
|April 27, 2012 |Meeting with Dean Shaw, Brent Harrell, and|Turning in Title I Schoolwide Plan 2012-2013 for review and final approval |
| |Frank McCardle | |
| | | |
| | | |
| | | |
| | | |
| | | |
|COMPREHENSIVE NEEDS ASSESSMENT |
This section summarizes the results of the comprehensive needs assessment conducted by the school planning team and staff.
1. Provide a brief description of your school and the community in which your school is located.
The Picayune School District serves Picayune and the rural areas of Henleyfield and the community of Nicholson. There are five elementary schools, one junior high, one senior high, an alternative education school, one career and technology school, and an early head start (birth – 3 years). The ethnic population of West Side Elementary is 62.8% white, 33.8% black, 2.4% Hispanic, and 1% Asian. We have a highly transient student population. Approximately 52% of our families are single parent homes. We have a great deal of families living in subsidized, low-income, or federal housing projects. Schools are accredited by the Mississippi Department of Education. West Side’s present accreditation by the MDE is Academic Watch.
West Side Elementary currently serves approximately 506 students in grades K-6. There are 26 licensed teachers and 14 paraprofessional staff members to serve our students. All of our teachers and paraprofessionals are Highly Qualified. One of our paraprofessionals is a certified librarian; and three hold bachelor degrees. The free and reduced lunch rate is 80%. Teachers have completed extensive training on differentiated instruction practices in order to meet the needs of West Side’s diverse student population. Specific student needs can be met through the Reading Assistant computer program, Accelerated Reader computer program, Spalding Language Arts program, SRA labs, SRA Corrective Reading groups, Education City computer program, Study Island computer program, Reading Eggs computer program, Reading Renaissance Enterprise computer program, Fast ForWord computer program, GPS kits, IEP’s, and performance instructional groups.
2. Describe the process used to collect and analyze data across the five schoolwide planning dimensions: student achievement, school context & organization, professional development, curriculum and instruction, and family and community involvement.
Student Achievement: Data is collected from MCT2 scores, GLTP Science and Writing scores, district assessments throughout the year using EZ Tracker, STAR Math and STAR Reading scores, STAR Early Literacy, Fast ForWord, Reading Assistant, Education City, Starfall, Reading Renaissance Enterprise, and AIMSWEB Probes. Staff is trained in analyzing data from MCT2 and other assessment tools. Analysis is done during collaborative planning meetings.
School Context and Organization: Data is collected and reviewed by the School Data Committee, consisting of administration and grade level chairpersons, to determine effectiveness of school policies and procedures in the areas of student achievement, instructional strengths and weaknesses on state tests, safety, and discipline patterns. Staff reviewed our stance on procedures vs. rules, establishing that discipline is required in the breaking of rules but practice of procedures is required in assuring consistent follow-through of school-wide procedures, both instructional and behavioral. Motivational strategies were also initiated to enhance our academic environment and to encourage consistency in positive choices. Staff also reviewed the instructional time-frame for the school day with regard to maximizing time-on-task and teaching bell-to-bell. Staff uses Test-Taking Strategies Notebooks in order to further enhance our use of data analysis in educating our students, thus presenting data-driven instruction. Lesson Plan formats were reviewed and revised by subject area to insure continuity in the delivery of instruction across grade levels.
Professional Development: Data is routinely collected on on-line needs assessment of faculty and staff through TINA surveys. This is where administrators, teachers, paraprofessionals, and parents provide input concerning needed professional development. Grade-level collaborative planning sessions often result in specific training needs requests. Needs Assessments and additional training requests are analyzed and training is planned based on the needs identified.
Curriculum and Instruction: In order to review student achievement, data is collected from MCT2 scores, GLTP Science scores, 4th Grade Writing Test, District Assessment Curriculum Tests through EZ Tracker, STAR Reading, STAR Math, STAR Early Literacy, Reading Renaissance Enterprise, Study Island, Education City, Starfall, Fast ForWord, teacher observations, and tests. Data is reviewed continually to analyze student achievement and determine the effectiveness of instructional programs. Data is continually analyzed to effect performance grouping and small group instruction in the classroom.
Family and Community Involvement: Data is collected at special school events and activities such as “Meet the Teacher”, Parent Orientation Night, Family Math/Science/Technology Night, PTO Meetings, and “Play Day/Field Day” through sign-in sheets. Needs assessments, parent phone contacts and conferences, and the monthly calendar provide information for home and school. Activities are planned from suggestions from parents.
3. Strengths and Areas in Need of Improvement: Use this section to summarize the key findings of the comprehensive needs assessment process. This section must be based on data gathered across the five dimensions in your Comprehensive Needs Assessment.
a. Attach the Data Collection Worksheets and the Data Analysis Summary.
b. Summarize the findings of the Comprehensive Needs Assessment by describing the
strengths and weaknesses of your current program.
Strengths of the Current Program:
|100% Highly Qualified Teachers and Assistant Teachers |
|High expectations for students and staff |
|Quality, research-based professional development for teachers |
|Consultants secured for additional training purposes |
|Research-based curriculum and technology programs |
|Strong PTO and volunteer program, mentors |
|Class-size reduction Teacher |
|Clean and well-maintained buildings and campus |
|Campus enclosed by fence with age-appropriate playground equipment |
| |
Weaknesses of the Current Program:
|Impact of poverty upon student learning readiness |
|Impact of inadequate nurturing and parenting skills upon student learning |
|Transient student population |
|Overflow of students in some grade levels from overcrowded elementary schools in the district |
|Late arrivals and early dismissals of students |
|Erratic parental involvement |
|School location is in an area with busy traffic |
|Additional classroom computers are needed |
|Larger stand-alone library and additional classrooms are needed to provide student opportunities for research and computer-assisted |
|instruction |
|Additional computer lab and computers needed to accommodate district-mandated computer program (Fast ForWord) and to accommodate increase of |
|student population |
|Intermediate level classroom size is too small to accommodate additional student desks and students; small instructional groups within the |
|classroom is difficult due to the large number of students in the room |
4. Prioritization of Needs:
a. Briefly describe the process used to identify your highest priority areas needing improvement.
Student achievement is the highest priority in our district. In grade-level collaboration meetings (School Data Committee and grade-level teachers), data from MCT2 scores, STAR Reading and Math reports, Fast ForWord scores, report card averages, progress report averages, District Assessment scores on EZ Tracker, STAR Early Literacy reports, Reading Assistant reports, Starfall, Reading Eggs reports, Reading Renaissance Enterprise reports, and Education City reports are noted in order to remediate or provide enrichment.
b. Use the following table to list the highest priority areas needing improvement in each dimension. Reference specific data to support the identification of priority needs. If there are no needs in one dimension, indicate by entering “None at this time.”
| | |Data/Evidence to Support |
| | |Identification of Priority Needs |
|Dimension |Areas of Improvement/Priority Needs | |
| |
| | | |
|Student Achievement |Character education, parenting skills, testing strategies, test |MCT2 Scores |
| |vocabulary, grammar, sentence structure, “not” questions, |May 2012 |
| |specific details vs. main idea, vivid language, numbered lines | |
| |and numbered sentences, measurement, reading strategies for math | |
| |problems, questioning techniques, building test endurance during| |
| |spring, connecting all instruction to the MCT2 in grades 3 - 6, | |
| |connecting all instruction to Common Core State Standards in | |
| |grades K-6, holding subject-specific departmental meetings to | |
| |begin with mathematics in MCT2 testing grades 3-6, | |
| |differentiation of practice tests to focus on needed objectives, | |
| |tutoring during the school day (not after-school tutoring), | |
| |development of “brain drain” strategy for language arts and | |
| |mathematics, | |
| |updating of computers in mathematics classrooms, updating of | |
| |computers in K-6 classrooms to support implementation of Common | |
| |Core State Standards, use of ETS Benchmark Assessments/Test Item | |
| |Bank | |
|Professional Development |Summer Curriculum Development |Professional Development for Needs |
| |Certified & Classified |Assessment |
| |Starr Brown: Bloom’s Taxonomy, Questioning Stems, and Common | |
| |Core State Standards for Grades 3-6, and Testing Strategies, | |
| |Successful Reading Instruction through Small Groups and | |
| |Differentiation | |
| |Using the Madeline Hunter Model | |
| |Title I Schoolwide Program 2011-2012 | |
| |Implementation of Behavior Plans in the Three Tier Process – | |
| |Anita Dana & Karen Herndon | |
| |The Components & Implementation of Cooperative Learning, Grades | |
| |K-6 – | |
| |In-House | |
| |ELMO/EPSON Training | |
| |Fast ForWord/Reading Assistant Training – | |
| |Mardesia Chauvin | |
| |Integrating Spalding Across the Curriculum – Dianne DuPont | |
| |Common Core State Standards training – Grades K-6 Vera Beech | |
| |Disaggregated Data Interpretation: MCT2 and EZ Test Tracker – | |
| |Vera Beech | |
| |Sight word and Reading Strategies for K-3 – In-House | |
| |Integrity Time – Grades K-5, In-House | |
| |Be Friendship Focused – Grade 6 | |
| |Successful Reader – Grades 3-6, In-House | |
| |Stephanie McCullough - Common Core State Standards/Singapore Math| |
| |Basic Math Facts and Computational Skills | |
| |Reading Skills in Math | |
| |Problem Solving Strategies in Math | |
| |Revisit EnVision Math MCT2 & Common Core State Standards– Grades | |
| |K-6 | |
| |Motivating Students to Perform, In-House | |
| |Making Emotional Deposits, In-House | |
| |Literature Circles – In-House | |
| |Book Study: What Great Teachers Do Differently by Todd Whitaker | |
| |Book Study: Differentiated Instructional Strategies for Reading | |
| |in the Content Areas (DVD & Facilitator Guide for Book Study) | |
| |School Test Coordinator – Stacy Shaw | |
| |Assistant Teacher Training | |
| |Reading Strategies Training | |
| |District Subject Area Collaborative Planning | |
| |School Test Coordinator Training – by District Curriculum | |
| |Coordinator Vera Beech | |
| |Grade-Level Collaboration | |
| |Schoolwide Subject Area Collaboration Math & Language Arts, Gr. | |
| |3-6 | |
| |Three Tier Model Review/Revise – Anita Dana | |
| |Ruby Payne Follow-Up- A Framework for Understanding Poverty | |
| |Book Revisit: What Do You Say When by Hal Holloman & Peggy Yates| |
| |Book Revisit: 50 Ways to Improve Student Behavior by Annette | |
| |Breaux and Todd Whitaker | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|School Context and |Uniformity in Schoolwide Behavior Expectations and Over-all |Discipline referrals reflecting an |
|Organization |Procedures vs. Rules |infraction of a procedure rather than |
| | |established school rule |
| | |(talking out without raising hand) |
| | | |
| | |MCT2 Scores |
| | | |
| |Tighten up daily schedules to maximize instructional time | |
| | |MCT2 Scores |
| |Revision of grade level and subject area syllabi to reflect | |
| |Common Core State Standards | |
| | | |
| |Revision of subject area lesson plans, grades K-6; Use of |MCT2 Scores |
| |Madeline Hunter instructional techniques, including small group | |
| |instruction | |
|Curriculum and Instruction |Instructional Time/Schedules maximized to support teaching and |Schedules |
| |learning |Teacher Observations |
| | |Teacher Requests |
| | | |
| |Connect all instruction to the Common Core State Standards in | |
| |Grades K-6 |MCT2 Scores |
|Family & Community Involvement |Increase parental and community involvement |School programs reflect a |
| | |parent/community participation rate of |
| | |approximately 35% |
| | | |
|Inquiry Process |
After determining the strengths and weaknesses of the current school programs, schoolwide planning requires that an inquiry process be conducted to determine what may be critical influencing factors and viable, research-based solutions to areas of weakness. In this section, summarize the school’s inquiry process and findings:
1. Describe how the team and staff investigated and selected the best scientifically
based-research solutions. Include a description of how the staff:
a. Studied and investigated best practices and research
b. Visited and contacted successful schools and programs
| |
|a. Instruction is based on the content and principles of instruction promoted by the MDE and flows from the content standards of the |
|Mississippi Curriculum Frameworks (grades 3-6) and the Common Core State Standards in grades K-6. The frameworks serve as a basis for |
|curriculum development for each content area of the curriculum and provide an outline of what students should know and do through |
|competencies and objectives. The frameworks are accompanied with curriculum guides that include teaching strategies, student activities, |
|vertical alignments, and assessment methods aligned to the strategies. The Picayune School District pacing guides in grades 3-6 are based |
|on MS Curriculum Frameworks and Common Core State Standards. Occasionally objectives require an extension of knowledge and broader |
|application of skills (DOK) thereby assuring the alignment of expectations for student learning with various subject levels and grade |
|levels. The Common Core State Standards in K-2 were implemented in the 2011-2012 school term and will be implemented in 3-6 in the |
|2012-2013 school term. Dianne DuPont went to a workshop of teachers training teachers on the Common Core State Standards with the District |
|Curriculum Coordinator. She will work in coordination with the curriculum coordinator to inform our teachers and to lead discussions in the|
|professional learning communities which will meet monthly. The book studies that we will be doing during the year to earn CEU’s are on |
|research-based best practices and should enable us to more readily use the best practices divulged in those books. |
| |
|It has been our practice to create performance instructional groups utilizing a variety of assessment tools such as: MCT2, STAR Reading, |
|STAR Math, Reading Renaissance Enterprise, Psychological Corporation K-2 Assessment, teacher-made placement tests, and subject area |
|assessment inventories. It has also been our practice to departmentalize grades 3-6 to enable our teachers to concentrate their efforts on |
|one or two subject areas in order to better meet student needs. |
| |
|Several scientifically-based software programs are utilized and recommendations were made to continue the use of: Education City, Reading |
|Assistant, Fast ForWord, STAR Reading, STAR Math, STAR Early Literacy, Reading Renaissance Enterprise, AIMSWEB, and Study Island. |
|Consultants and in-house trainers have provided in-district demonstrations of each program’s effectiveness. We will also be using ETS |
|Benchmark Assessments/Test Item Bank, EZ Test Tracker to support instruction and MCT2 preparation and data analysis. |
| |
|b. Teachers collaborated with others across the state and region through workshops and conferences, allowing for shared best practices. We|
|have worked extensively with the Gulf Coast Educational Initiative Consortium to provide additional training on pertinent educational |
|topics. Educational Consultant Starr Brown, from the AEC consultants, provided staff development and grade-level consultation on reading |
|instruction, differentiated learning, Bloom’s Taxonomy, questioning stems, test-taking skills, the Madeline Hunter Model of the Delivery of |
|Instruction, and the Common Core State Standards. West Side follows the MS Reading Reform Model and implements the Three Tier Model Right |
|to Intervention. Within our district, Professional Learning Communities have been implemented for teachers to share strategies and |
|management ideas across subject areas and grade levels. This is helpful because there are different levels of sophistication in |
|instructional and lesson delivery throughout the district, among our schools. Also, building administrators had the opportunity to visit |
|each school in the district and ask questions pertaining to topics of interest and to observe best practices. |
2. Summarize how your solutions match your priority needs.
| |
|The tightening of the instructional schedule has afforded more time on task for students and goal-oriented planning by the teachers. Small |
|group instruction will allow teachers to focus on each student’s needs more readily, designing small groups based on data analysis. The |
|analysis of the data from technological programs allows teachers to target specific objectives for improvement in both language arts and |
|mathematics. Fine tuning departmentalization has allowed for school resources to be driven more directly and efficiently to specific subject |
|area needs. Vertical Alignment collaboration across the grade levels has provided meaningful and needed insights, thus allowing teachers the |
|impetus to insure mastery of basic objectives. In order to meet AYP growth on the MCT2, the subject-specific departmental meetings beginning|
|with math in grades 3-6 will allow us to analyze the strengths and weaknesses of our math program and to develop strategies for increasing |
|student achievement. Implementing the Madeline Hunter Model for the Delivery of Instruction, with a focus on small group instruction, will |
|assist in focusing on improved instruction in grades K-6 for both math and language arts. |
|Schoolwide Program Strategies |
A. Instructional Program
These strategies should be changes in the current instructional program that will help educationally disadvantaged students and the school population as a whole. Remember that schoolwide programs encourage systemic change. The instructional program strategies should be based on the results of the Inquiry Process and on incorporating information obtained from a review of the research literature, visits to other programs, and/or information from staff development activities and technical assistance providers. This may also mean adapting a program or a feature of a program to fit the local situation.
A schoolwide program must: No Child Left Behind Section 1114(b)(1)(B)
▪ Provide opportunities for all children to meet the State’s proficient and advanced levels of academic achievement;
▪ Use effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program and increase the amount and quality of learning time that provides an enriched and accelerated curriculum;
▪ Include strategies that meet the needs of historically underserved populations
▪ Include strategies to address the needs of all children in the school, but particularly the needs of low achieving children and those at risk of not meeting the State standards who are members of the target population;
▪ Provide instruction by highly qualified professional staff;
▪ Provide timely, effective assistance to students who experience difficulty in meeting the State’s standards, including taking specific steps to involve parents in helping their children meet the standards;
1. Describe the key components of the math and reading instructional programs of the school. Describe how the mathematics and reading instructional programs will be organized and delivered in your whole school.
Classroom instruction is delivered by our faculty of Highly Qualified teachers and is built upon differentiated learning in small groups that follow the MS Curriculum Frameworks and the District Pacing Guides in grades 3-6 and the Common Core State Standards in grades K-2. Technology- based instruction is supported through the use of software, ELMO, Epson BrightLink Interactive Projectors, and LED projectors. A strong base of Spalding: The Writing Road to Reading underlies our Language Arts program along with Thinking Maps and Write from the Beginning. SRA labs provide individualized instruction, both remediation and enrichment, on specific reading skills and comprehension. Accelerated Reading is utilized school wide with our librarian facilitating goals to motivate students to increase their reading abilities. Also in use are Accelerated Math and English in a Flash. Subject-area meetings across grade levels have been held so we can see how the curriculum develops vertically, noting the “givens” of each grade level and the new objectives of each grade level. Subject-area meetings continue to be held in order to support continued student achievement. The EnVision Math program has been implemented which features diagnostic tools, technology, enrichment, and suggestions for RTI (three-tier process). We have implemented Inclusion throughout the school so that our Exceptional Education students are in their least restrictive environment throughout their school day, allowing them to reach their highest potential. An extra level of support has been added for our growing Exceptional Education population. This extra level of support is a Special Education Learning Strategies Resource program. Special Education students who need this extra level of support receive services in the learning strategies classroom through either individual or small group instruction. Kindergarten is self-contained; grades 1-6 use performance groups which are organized based on standardized test scores, classroom performance, computer-assisted data from scientifically-based programs, performance on district assessment, teacher recommendation, and parental input; grades 3-6 are departmentalized with flexible instructional groups. Performance group placement is continually monitored throughout the year. Changes are made as student need demonstrates. Differentiation through small groups within all groups further meets the needs of all students. Grades 3-6 have an average of 90 minutes scheduled for reading instruction, 90 minutes scheduled for language instruction, and 90 minutes scheduled for math instruction. Science and social studies are taught using reading skills, thus increasing our reading instruction beyond the average 90 minutes. Spelling is also given at least 30 minutes daily, again increasing the reading instruction beyond the average of 90 minutes. Grades K-2 have an average of 120 minutes for language arts instruction with an additional 30 minutes of spelling instruction. Each homeroom begins instruction at 7:45 a.m. even though students are not tardy until 8:00 a.m. This gives extra focus time on curriculum. 5th grade enjoys a class-size reduction teacher. Interruptions over the intercom are not allowed during instructional times. Our instructional time is guarded closely to allow for maximum time on task. A tutorial program, held during regular school hours, is utilized from February through April to further support students with greatest need and to provide further help to improve the language arts and mathematics MCT2 scores. Identification of students who fall into the category of “bubbles” and “cusps” allow teachers to focus on content areas in which each “cusp” student could show growth, further enhancing the possibility of our meeting AYP. In addition to small group instruction, assistant teachers and parent volunteers are utilized to instruct specific skill deficiencies. This increased focus on deficit skills occurs in order to provide students with additional academic support and test-taking strategies and content. These small groups are under the direction of the certified teacher. Our special programs provide an avenue for a multi-sensory approach to learning, further enhancing our well-rounded approach to educating the whole child.
2. Describe the research based or evidence of effectiveness that supports the strategies you have selected.
• Spalding’s The Writing Road to Reading – Arizona State University longitudinal study;
• Brain Research through
• Scott Foresman, Addison Wesley, & Silver Burdett Ginn longitudinal research for improving students’ math proficiency
• Houghton Mifflin Reading Program Efficacy Studies (2002)
• Class-size reduction – Tennessee STAR study (1985-1989)
• Computer-assisted Instruction to Supplement Classroom Instruction – Stennett, 1985; Dalton & Hannafin, 1985
• Professional development – Differentiated instruction to address the needs of all learners (Tomlinson, 2000; Vygotsky, 1978)
3. Include suggested school instructional schedule.
Master Schedule for 2011-2012 is attached. When schedules are developed for 2012-2013, they will be included as well.
4. Describe the components of the instructional program that will meet the needs of special populations. These can be services during the school day or extended learning time opportunities.
• Describe how services will be provided for your special education students.
West Side Elementary serves students with a special education IEP through inclusion in the regular classroom and/or through a learning strategies resource pull-out, as per their IEP eligibility (IDEA). Least Restrictive Environment is a major consideration when IEP’s are written so that the student is indeed placed in their LRE. Certified Exceptional Education teachers and assistants are scheduled in such a way as to provide support to each inclusion student in the regular education classrooms daily. In addition to the support in the regular education classroom, some special education students are provided with an extra level of support through participation in a learning strategies resource pull-out. One certified Exceptional Education teacher serves students in grades K-4 in both the inclusion setting and in the learning strategies resource pull-out setting. One certified Exceptional Education teacher serves students in grades 4-6 in both the inclusion setting and in the learning strategies resource pull-out setting. Exceptional Education teachers and assistants help all students while they are in the classroom, not just students with an IEP. However, they do insure that students with an IEP are meeting their goals as stated on the IEP. There are no self-contained special education classes at West Side Elementary. Both Special Education assistants are trained in the Spalding Method. If a Title I Aide is present in a regular education classroom where a special education student is scheduled for inclusion, that Title I Aide will provide assistance should that special education student request help and there is no certified Exceptional Education teacher or assistant present at the time. Students who have a 504 plan will be accommodated by the regular education teacher according to the 504 plan.
• Describe how services will be provided for your English Language Learners.
District personnel will attend the WIDA conference and will train our school staff. Mr. Morrison Smith or Mrs. Bonnie Watkins will administer the WIDA English Language Fluency Test for all of our ELL students. The students at West Side who demonstrate a need for ELL help will receive remediation through the ELL component of Renaissance Learning – English in a Flash. Settings for Reading Assistant selections allow for the use of either Spanish or English. We have a custodian on staff whose native language is Spanish and is able and available to interpret for any occasions in which the need arises. All of these resources provide needed support for our ELL students.
• Describe how services will be provided to students that receive services from the Homeless Education program.
The classroom teacher and school social worker identify students who meet the homeless criteria: students who live with grandparents, etc. All educational services are provided to these students without question as to their residential status. The school social worker coordinates additional services through community outreach programs to provide assistance to students and their families as needed. All Homeless/Unaccompanied youth are provided immediate access to all available programs to include special education, transportation, and extra-curricular activities.
In addition, service clubs and faith-based organizations support homeless students through providing uniforms, underclothing, and school supplies.
• Describe how timely assistance and services will be provided for your struggling learners.
The Grade Level Collaborative teams identify students who have not mastered state standards. K-6 students who are considered at-risk of failing, based on data analysis of aforementioned assessments and teacher observation, are referred to the Teacher Success Team where appropriate interventions are recommended and state guidelines are followed in order to insure the needs of the student are met in a timely fashion and appropriate support is given to enable the student to progress. If interventions are not successful, the student is referred for comprehensive testing whereby the decision can be made to determine eligibility for either an IEP or a 504 plan. Struggling learners are provided assistance through remediation by our Highly Qualified assistant teachers or Title I aides and computer-assisted instruction during the school day. Students in 5th grade who demonstrated a deficit on the MCT2 in reading receive reading instruction through the SRA Corrective Reading program as an additional support for the State Curriculum Frameworks. Our elementary school counselor and our school social worker both provide services as needed or assist in making referrals to other agencies. Fast ForWord is attended by all students in grade K-6 and is a recognized RTI intervention for language arts. All students in grades K-6 are instructed through Spalding which is also a recognized RTI intervention. Accelerated Reading provides another avenue through which struggling learners are allowed to function on their success level. StarFall is used for remediation in kindergarten and first grade. Through our High School Mentoring Program, struggling students are inspired toward success through weekly support meetings. Teachers remain in close contact with parents of struggling students. Parents are encouraged to schedule parent-teacher conferences as needed and also to observe classrooms as desired. Parents of struggling students have access to the Parenting Center of the Picayune School District for support materials and counseling services.
|Directions for Developing the Action Plan |
B. Schoolwide Program Action Plan
The Schoolwide Program Action Plan is based upon evaluation of a variety of assessments and surveys. These formal and informal means of gathering information facilitate strategic planning for implementation of programs, assignment of personnel, and expenditure of available resources to maximize the success of our students.
MATHEMATICS IMPLEMENTATION/ACTION PLAN
Measurable Mathematics goal:
In the spring of 2013, the percentage of 3rd grade students meeting or exceeding the State Mathematics Performance Standards will increase from 65% to 68% as measured by MCT2.
In the spring of 2013, the percentage of 4th grade students meeting or exceeding the State Mathematics Performance Standards will increase from 46.8% to 49.8% as measured by MCT2.
In the spring of 2013, the percentage of 5th grade students meeting or exceeding the State Mathematics Performance Standards will increase from 62.6% to 65.6% as measured by MCT2.
In the spring of 2013, the percentage of 6th grade students meeting or exceeding the State Mathematics Performance Standards will increase from 64% to 67% as measured by MCT2.
|School Profile data which relates to this goal: |
|(most recent Math MCT data used to create baseline for above academic goal) |
|Spring 2012 Math MCT2 Scores |
|Description of how student progress toward this goal will be measured: (local math assessments) |
|Administrators and faculty will analyze data from Classroom Assessment, District Assessments, District Assessment of “Givens”, STAR Math Assessment, Reading Renaissance Enterprise, MCT2 practice |
|test from the MDE, Study Island data, Education City data, EZ Test Tracker, and ETS Benchmark Assessment/Test Item Bank. |
|Description of procedures for reporting student progress toward this goal to parents: |
|Progress reports, report cards, and parent contacts |
|Strategy, Method, or Action |Who is Responsible? |Timeline |Resources |Evidence |Evaluation Methods |
|What will you do? |Who will provide the |When will this |What existing resources, (or|What indicators will |How will you gather the evidence |
| |leadership to assure |strategy or action |resources you will |demonstrate progress in the |needed to demonstrate progress |
| |that this strategy is |begin and end? |have as you implement this |implementation of this |and achievement of this strategy?|
| |accomplished? | |plan) will you use to |strategy? | |
| | | |accomplish this strategy? | | |
|Instructional Strategies | | | | | |
|To Support this Goal | | | | | |
|Classroom instruction | | | | | |
|Computer-assisted |Teacher |August 2012- |Accelerated Math |70% mastery of |Immediate |
|Instruction |Assistant Teachers |May 2013 |enVision Math |state math |remediation will |
|During-school tutoring |Title I Aides | |Math Buckle |objectives |be provided for |
|Remediation by Assistant |Special Subject | |Down | |student |
|Teachers |Teachers | |District Pacing |District |non-mastery |
|Remediation by Title I |Tutors | |Guides |Assessments |Teacher Observation |
|Aides | | |MS Curriculum |Classroom |Data Analysis |
|Intensive Small Group | | |Frameworks |Assessments | |
|Instruction | | |Common Core | | |
|Performance Instructional | | |State | | |
|Groups | | |Standards | | |
|Departmentalized instruction | | |in K-6 | | |
|Strategy, Method, or Action |Who is Responsible? |Timeline |Resources |Evidence |Evaluation Methods |
|What will you do? |Who will provide the |When will this |What existing resources, (or|What indicators will |How will you gather the evidence|
| |leadership to assure that |strategy or action |resources you will have as |demonstrate progress in the |needed to demonstrate progress |
| |this strategy is |begin and end? |you implement this plan) |implementation of |and achievement of this |
| |accomplished? | |will you use to accomplish |this strategy? |strategy? |
| | | |this strategy? | | |
|Professional Development | | | | | |
|To support mathematics |Principal | | | | |
| |Assist. Principal |June 2012 – |District, school, |Observation of |Classroom |
|Workshops |Teachers |July 2013 |and federal |implementation |observations |
|Conferences |Gulf Coast | |funds |in the classroom |Teacher |
|Summer Curriculum Development |Educational | | | |evaluations |
|Certified & Classified |Initiative | | | |MCT2 Scores |
|Starr Brown: Bloom’s Taxonomy, |Consortium | | | |Data analysis |
|Questioning Stems, and Common |Starr Brown, | | | | |
|Core State Standards for Grades 3-6, |AEC | | | | |
|and Testing Strategies, Successful |Consultant | | | | |
|Reading Instruction through Small |Department | | | | |
|Groups and Differentiation, Using the |Chairs | | | | |
|Madeline Hunter Model |Vera Beech, | | | | |
|Title I Schoolwide Program 2011-2012 |District Test | | | | |
|Implementation of Behavior Plans in |Coordinator | | | | |
|the Three Tier Process – Anita Dana |William Carey | | | | |
|& Karen Herndon |College (CEU’s | | | | |
|The Components & Implementation of |for Book | | | | |
|Cooperative Learning, Grades K-6 – |Studies) | | | | |
|In-House |Stephanie | | | | |
|ELMO/EPSON Training |McCullough | | | | |
|Integrating Spalding Across the |District Tech | | | | |
|Curriculum – Dianne DuPont |Support | | | | |
|Common Core State Standards training |Dianne DuPont | | | | |
|Grades K-6 Vera Beech |Karen Herndon, | | | | |
|Disaggregated Data Interpretation: |District | | | | |
|MCT2 and EZ Test Tracker – Vera |Behavior | | | | |
|Beech |Specialist for | | | | |
|Integrity Time – Grades K-5, In-House |Elementary | | | | |
|Be Friendship Focused – Grade 6 |Schools | | | | |
|Basic Math Facts and Computational |Stacey Shaw, WS | | | | |
|Skills |Test | | | | |
|Reading Skills in Math |Coordinator | | | | |
|Problem Solving Strategies in Math | | | | | |
|Revisit EnVision Math MCT2 & | | | | | |
|Common Core State Standards– | | | | | |
|Grades K-6 | | | | | |
|Stephanie McCullough - Common Core | | | | | |
|State Standards/Singapore Math | | | | | |
|Reading Skills in Math | | | | | |
|Motivating Students to Perform, In- | | | | | |
|House | | | | | |
|Making Emotional Deposits, In-House | | | | | |
|Book Study: What Great Teachers Do | | | | | |
|Differently by Todd Whitaker | | | | | |
|Book Study: Differentiated | | | | | |
|Instructional Strategies for Reading | | | | | |
|in the Content Areas (DVD & | | | | | |
|Facilitator Guide for Book Study) | | | | | |
|School Test Coordinator – Stacy Shaw | | | | | |
|Assistant Teacher Training | | | | | |
|District Subject Area Collaborative | | | | | |
|Planning | | | | | |
|School Test Coordinator Training – by | | | | | |
|District Curriculum Coordinator | | | | | |
|Vera Beech | | | | | |
|Grade-Level Collaboration | | | | | |
|Schoolwide Subject Area Collaboration | | | | | |
|Math & Language Arts, Gr. 3-6 | | | | | |
|Three Tier Model Review/Revise – | | | | | |
|Anita Dana | | | | | |
|Ruby Payne Follow-Up- A Framework | | | | | |
|for Understanding Poverty | | | | | |
|Book Revisit: What Do You Say When | | | | | |
|by Hal Holloman & Peggy Yates | | | | | |
|Book Revisit: 50 Ways to Improve | | | | | |
|Student Behavior by Annette Breaux | | | | | |
|and Todd Whitaker | | | | | |
|Parent Involvement Activities | | | | | |
|To support mathematics | | | | | |
|Meet the Teacher Night |Principal |August 2012- |Parent Center |Sign-In Sheets |Analysis of |
|Resources to check out |Assist. Principal |May 2013 |Materials |Parent Contacts |feedback and |
|Feedback and Suggestions |Teachers | |Teacher |Feedback and |attendance data |
|Link on School Website |Parent Center | |supplementary |suggestions |Parent/Staff |
|Regular PTO meetings |PTO | |materials |from website |Discussions |
|Classroom volunteers, mentors |Tech Support | | | |at events |
|Science Fair/Reading Fair | | | | | |
|TST Meetings | | | | | |
|Grandparents/Veterans Day | | | | | |
|Program | | | | | |
|Field Trip Chaperones | | | | | |
|Family Math/Science/Technology Night | | | | | |
|Book Fairs | | | | | |
|Open Invitation to Visit and Have Lunch with Your| | | | | |
|Child | | | | | |
|Field Day Workers/Volunteers | | | | | |
|Title I Annual Parent Meeting | | | | | |
|Parent Orientation Nights | | | | | |
|Memos/Newsletters sent home | | | | | |
|PTO Newsletters | | | | | |
|Home/School | | | | | |
|Connection | | | | | |
|Newsletter (9 times a | | | | | |
|year) | | | | | |
|Recipe for Success | | | | | |
|Newsletter (9 times a year) | | | | | |
| | | | | | |
|Surveys | | | | | |
|Holiday Parties | | | | | |
|Phone calls, email, notes home, school calendar, | | | | | |
|and newsletters | | | | | |
|Assembly meetings for awards | | | | | |
|Brochure display | | | | | |
|Strategy, Method, or Action |Who is Responsible? |Timeline |Resources |Evidence |Evaluation Methods |
|What will you do? |Who will provide the |When will this |What existing resources, (or|What indicators will |How will you gather the evidence|
| |leadership to assure that |strategy or action |resources you will have as |demonstrate progress in the |needed to demonstrate progress |
| |this strategy is |begin and end? |you implement this plan) |implementation of |and achievement of this |
| |accomplished? | |will you use to accomplish |this strategy? |strategy? |
| | | |this strategy? | | |
| | | | | | |
| | | | | | |
|Organization/Scheduling Strategies | | | | | |
|To support mathematics | | | | | |
|Performance Instructional |Principal |August 2012- |MCT2 Scores |Schedules |Administrative |
|Groups |Assist. Principal |May 2013 |STAR Math |Class Rolls of |Observation |
|Intensive Small Group |Teachers | |Psychological |Performance |Teacher |
|Instruction |Special Subject | |Corporation |Instructional |Observation |
|Alternative Scheduling Options |Teachers | |K-2 |Groups | |
|90 Minutes of Math Instruction | | |Assessment | | |
|(average) | | |Teacher-made | | |
| | | |Placement | | |
| | | |Tests | | |
| | | |Subject-area | | |
| | | |Assessment | | |
| | | |Inventories | | |
| | | |District | | |
| | | |Assessments | | |
| | | |AIMS WEB | | |
| | | |Probes | | |
| | | |Classroom | | |
| | | |Performance | | |
| | | |Computer- | | |
| | | |assisted data | | |
| | | |from | | |
| | | |scientifically- | | |
| | | |based | | |
| | | |programs | | |
| | | |Teacher Rec. | | |
| | | |Parental Input | | |
|Climate/Behavior Strategies | | |What Great Teachers Do | | |
|To support mathematics |Principal |August 2012- |Differently by Todd Whitaker|Office Referrals |Administrative |
| |Assist. Principal |May 2013 |Differentiated Instructional|GATOR Board |Observation |
|Classroom Management |Teachers | |Strategies for Reading in |GATOR |Teacher |
|(Rules vs. Procedures) |Assist. Teachers | |the Content Areas (DVD & |Announcements |Observation |
|Behavior Motivators |Title I Aides | |Facilitator Guide for Book | | |
|Professional Development |Special Subject | |Study) | | |
|Character Education |Teachers | |What Do You Say When | | |
| | | |(revisit) by Hal Holloman & | | |
| | | |Peggy Yates | | |
| | | |50 Ways to Improve Student | | |
| | | |Behavior (revisit) by | | |
| | | |Annette Breaux and Todd | | |
| | | |Whitaker | | |
| | | |Know It! Integrity time K-2 | | |
| | | |Grow It! Integrity Time Gr. | | |
| | | |3-5 | | |
| | | |Be Friendship Focused Gr. 6 | | |
| | | |Various Gators | | |
| | | |and awards | | |
| | | |Fabulous Friday | | |
|Other: (please specify) | | | | | |
| | | | | | |
|Attendance Motivators |Principal |August 2012- |Various Daily |Daily Perfect |Analysis of |
| |Assist. Principal |May 2013 |Perfect |Attendance |Attendance |
| |Teachers | |Attendance |Recognition |Records |
| |Special Subject | |Signs | |Administrative |
| |Teachers | |Various awards | |Observation |
| | | | | |Teacher |
| | | | | |Observation |
LANGUAGE ARTS IMPLEMENTATION/ACTION PLAN
Measurable Language Arts Goal:
In the spring of 2013, the percentage of 3rd grade students meeting or exceeding the State Language Arts Performance Standards will increase from 52.3% to 55.3% as measured by MCT2 assessment.
In the spring of 2013, the percentage of 4th grade students meeting or exceeding the State Language Arts Performance Standards will increase from 54.3% to 57.3% as measured by MCT2 assessment.
In the spring of 2013, the percentage of 5th grade students meeting or exceeding the State Language Arts Performance Standards will increase from 57.5% to 60.5% as measured by MCT2 assessment.
In the spring of 2013, the percentage of 6th grade students meeting or exceeding the State Language Arts Performance Standards will increase from 55% to 58% as measured by MCT2 assessment.
|School Profile data which relates to this goal: |
|(most recent Reading MCT data used to create a baseline for above academic goal) |
|Spring 2012 Language Arts MCT2 Scores |
|Description of how student progress toward this goal will be measured: (local reading assessments) |
|Administrators and faculty will analyze data from Classroom Assessment, District Pre-and Post-Assessments, District Assessment of “Givens”, STAR Reading Assessment, Reading Renaissance |
|Enterprise, MCT2 practice test from the MDE, Study Island data, Education City data, EZ Test Tracker, and ETS Benchmark Assessment/Test Item Bank. |
|Description of procedures for reporting student progress toward this goal to parents: |
|Progress reports, report cards, and parent contacts |
|Strategy, Method, or |Who is Responsible? |Timeline |Resources |Evidence |Evaluation Methods |
|Action |Who will provide the leadership|When will this |What existing resources, (or |What indicators will |How will you gather the |
|What will you do? |to assure |strategy or action |resources you will |demonstrate progress in the |evidence needed to demonstrate|
| |that this strategy is |begin and end? |have as you implement this |implementation of this |progress and achievement of |
| |accomplished? | |plan) will you use to |strategy? |this strategy? |
| | | |accomplish this strategy? | | |
|Instructional Strategies | | | | | |
|To support language arts | | | | | |
| | | |Accelerated | | |
|Classroom instruction |Teacher |August 2012- |Reading |70% mastery of |Immediate |
|Computer-assisted |Assistant Teachers |May 2013 |Spalding: The |state language |remediation will |
|Instruction |Title I Aides | |Writing Road to |arts objectives |be provided for |
|During-school tutoring |Special Subject | |Reading | |student |
|Remediation by Assistant |Teachers | |Six Traits of |District |non-mastery |
|Teachers |Tutors | |Writing |Assessments |Teacher |
|Remediation by Title I | | |Thinking Maps |Classroom |Observation |
|Aides | | |SRA |Assessments |Data Analysis |
|Intensive Small Group | | |GPS | | |
|Instruction | | |Successful Reader | | |
|Performance Instructional | | |Write from the | | |
|Groups | | |Beginning | | |
|Departmentalized instruction | | |Language Arts | | |
| | | |Buckle Down | | |
| | | |District Pacing | | |
| | | |Guides | | |
| | | |MS Curriculum | | |
| | | |Frameworks | | |
| | | |Common Core | | |
| | | |State Standards, | | |
| | | |K-6 | | |
|Strategy, Method, or Action |Who is Responsible? |Timeline |Resources |Evidence |Evaluation Methods |
|What will you do? |Who will provide the |When will this |What existing resources, |What indicators will |How will you gather the evidence|
| |leadership to assure that |strategy or action |(or resources you will |demonstrate progress in the |needed to demonstrate progress |
| |this strategy is |begin and end? |have as you implement this|implementation of |and achievement of this |
| |accomplished? | |plan) will you use to |this strategy? |strategy? |
| | | |accomplish this strategy? | | |
|Professional Development | | | | | |
|To support language arts |Principal | | | | |
| |Assist. Principal |June 2012 – |District, school, |Observation of |Classroom |
|Workshops |Teachers |July 2013 |and federal |implementation |observations |
|Conferences |Gulf Coast | |funds |in the classroom |Teacher |
|Summer Curriculum Development |Educational | | | |evaluations |
|Certified & Classified |Initiative | | | |MCT2 Scores |
|Starr Brown: Bloom’s Taxonomy, |Consortium | | | |Data analysis |
|Questioning Stems, and Common |Starr Brown, | | | | |
|Core State Standards for Grades 3-6, |Consultant | | | | |
|and Testing Strategies, Successful |Department | | | | |
|Reading Instruction through Small |Chairs | | | | |
|Groups and Differentiation, Using the |Vera Beech, | | | | |
|Madeline Hunter Model |District Test | | | | |
|Title I Schoolwide Program 2011-2012 |Coordinator | | | | |
|Implementation of Behavior Plans in |William Carey | | | | |
|the Three Tier Process – Anita Dana |College (CEU’s | | | | |
|& Karen Herndon |for Book | | | | |
|The Components & Implementation of |Studies) | | | | |
|Cooperative Learning, Grades K-6 – |Stephanie | | | | |
|In-House |McCullough | | | | |
|ELMO/EPSON Training |District Tech | | | | |
|Fast ForWord/Reading Assistant |Support | | | | |
|Training – Mardesia Chauvin |Dianne DuPont | | | | |
|Integrating Spalding Across the |Mardesia | | | | |
|Curriculum – Dianne DuPont |Chauvin | | | | |
|Common Core State Standards training |Karen Herndon, | | | | |
|Grades K-6 Vera Beech |District | | | | |
|Disaggregated Data Interpretation: |Behavior | | | | |
|MCT2 and EZ Test Tracker – Vera |Specialist for | | | | |
|Beech |Elementary | | | | |
|Sight word and Reading Strategies for |Schools | | | | |
|K-3 – In-House | | | | | |
|Integrity Time – Grades K-5, In-House |Stacey Shaw, WS | | | | |
|Be Friendship Focused – Grade 6 |Test | | | | |
|Successful Reader – Grades 3-6, |Coordinator | | | | |
|In-House | | | | | |
|Stephanie McCullough - Common Core | | | | | |
|State Standards/Singapore Math | | | | | |
|Reading Skills in Math | | | | | |
|Motivating Students to Perform, In- | | | | | |
|House | | | | | |
|Making Emotional Deposits, In-House | | | | | |
|Literature Circles – In-House | | | | | |
|Book Study: What Great Teachers Do | | | | | |
|Differently by Todd Whitaker | | | | | |
| | | | | | |
|Book Study: Differentiated | | | | | |
|Instructional Strategies for Reading | | | | | |
|in the Content Areas (DVD & | | | | | |
|Facilitator Guide for Book Study) | | | | | |
|School Test Coordinator – Stacy Shaw | | | | | |
|Assistant Teacher Training | | | | | |
|Reading Strategies Training | | | | | |
|District Subject Area Collaborative | | | | | |
|Planning | | | | | |
|School Test Coordinator Training – by | | | | | |
|District Curriculum Coordinator | | | | | |
|Vera Beech | | | | | |
|Grade-Level Collaboration | | | | | |
|Schoolwide Subject Area Collaboration | | | | | |
|Math & Language Arts, Gr. 3-6 | | | | | |
|Three Tier Model Review/Revise – | | | | | |
|Anita Dana | | | | | |
|Ruby Payne Follow-Up- A Framework | | | | | |
|for Understanding Poverty | | | | | |
|Book Revisit: What Do You Say When | | | | | |
|by Hal Holloman & Peggy Yates | | | | | |
|Book Revisit: 50 Ways to Improve | | | | | |
|Student Behavior by Annette Breaux | | | | | |
|and Todd Whitaker | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Parent Involvement Activities | | | | | |
|To support language arts | | | | | |
|Meet the Teacher Night | | | | | |
|Resources to check out |Principal |August 2012- |Parent Center |Sign-In Sheets |Analysis of |
|Feedback and Suggestions |Assist. Principal |May 2013 |Materials |Parent Contacts |feedback and |
|Link on School Website |Teachers | |Teacher |Feedback and |attendance data |
|Regular PTO meetings |Parent Center | |Supplementary |suggestions |Parent/Staff |
|Classroom volunteers, mentors |PTO | |materials |from website |discussions |
|Science Fair/Reading Fair |Tech Support | | | |at events |
|TST Meetings | | | | | |
|Grandparents/Veterans Day | | | | | |
|Program | | | | | |
|Field Trip Chaperones | | | | | |
|Family Math/Science/Technology Night | | | | | |
|Book Fairs | | | | | |
|Open Invitation to Visit and Have Lunch with Your| | | | | |
|Child | | | | | |
|Field Day Workers/Volunteers | | | | | |
|Title I Annual Parent Meeting | | | | | |
|Parent Orientation Nights | | | | | |
|Memos/Newsletters sent home | | | | | |
|PTO Newsletters | | | | | |
|Home/School | | | | | |
|Connection | | | | | |
|Newsletter (9 times a | | | | | |
|year) | | | | | |
|Recipe for Success | | | | | |
|Newsletter (9 times a year) | | | | | |
| | | | | | |
|Surveys | | | | | |
|Holiday Parties | | | | | |
|Phone calls, email, notes home, school calendar, | | | | | |
|and newsletters | | | | | |
|Assembly meetings for awards | | | | | |
|Brochure display | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Organization/Scheduling Strategies | | | | | |
|To support language arts | | | | | |
| | | | | | |
|Performance Instructional |Principal |August 2012- |MCT2 Scores |Schedules |Administrative |
|Groups |Assist. Principal |May 2013 |STAR Reading |Class Rolls of |Observation |
|Intensive Small Group |Teachers | |Psychological |Performance |Teacher |
|Instruction |Special Subject | |Corporation |Instructional |Observation |
|Alternative Scheduling Options |Teachers | |K-2 |Groups | |
|90 Minutes of Reading | | |Assessment | | |
|Instruction (average) | | |Teacher-made | | |
|90 Minutes of Language | | |Placement | | |
|Instruction (average) | | |Tests | | |
| | | |Subject-area | | |
| | | |Assessment | | |
| | | |Inventories | | |
| | | |AIMS WEB | | |
| | | |probes | | |
|Climate/Behavior Strategies | | | | | |
|To support language arts | | | | | |
| |Principal |August 2012- |What Great Teachers Do |Office Referrals |Administrative |
|Classroom Management |Assist. Principal |May 2013 |Differently by Todd |GATOR Board |Observation |
|(Rules vs. Procedures) |Teachers | |Whitaker |GATOR |Teacher |
|Behavior Motivators |Assist. Teachers | |Differentiated |Announcements |Observation |
|Professional Development |Title I Aides | |Instructional Strategies | | |
|Character Education |Special Subject | |for Reading in the Content| | |
| |Teachers | |Areas (DVD & Facilitator | | |
| | | |Guide for Book Study) | | |
| | | |What Do You Say When | | |
| | | |(revisit) by Hal Holloman | | |
| | | |& Peggy Yates | | |
| | | |50 Ways to Improve Student| | |
| | | |Behavior (revisit) by | | |
| | | |Annette Breaux and Todd | | |
| | | |Whitaker | | |
| | | |Know It! Integrity time | | |
| | | |K-2 | | |
| | | |Grow It! Integrity Time | | |
| | | |Gr. 3-5 | | |
| | | |Be Friendship Focused Gr. | | |
| | | |6 | | |
| | | |Various Gators | | |
| | | |and awards | | |
| | | |Fabulous | | |
| | | |Friday | | |
|Other: (please specify) | | | | | |
| | | | | | |
|Attendance Motivators |Principal |August 2011- |Various Daily |Daily Perfect |Analysis of |
| |Assist. Principal |May 2012 |Perfect |Attendance |Attendance |
| |Teachers | |Attendance |Recognition |Records |
| |Special Subject | |Signs | |Administrative |
| |Teachers | |Various awards | |Observation |
| | | | | |Teacher |
| | | | | |Observation |
C. Monitoring and Evaluation of Student Progress
1. Briefly describe the uniform local assessments the school will use to monitor student academic progress during the school year for each grade level.
• Kindergarten: STAR Early Literacy, STAR Math, Reading Renaissance Enterprise, Scientific Learning Progress Tracker, (Psychological Corporation K-2 Assessment as needed), and AIMS WEB probes
• Grades 1 – 2: STAR Reading, STAR Early Literacy, STAR Math, Reading Renaissance Enterprise, Scientific Learning Progress Tracker, District Assessments, (Psychological Corporation K-2 Assessment, as needed), and AIMS WEB probes
• Grade 3: STAR Reading, STAR Math, Reading Renaissance Enterprise, Scientific Learning Progress Tracker, District Assessments, AIMS WEB probes, and MCT2
• Grades 4 – 6: STAR Reading, STAR Math, Reading Renaissance Enterprise, Scientific Learning Progress Tracker, District Assessments, AIMS WEB probes, and MCT2
• The uniform local grading scale is as follows:
A = 90 – 100
B = 80 – 89
C = 70 – 79
D = 65 – 69
F = 64 and Below
2. Describe how the school will identify students experiencing difficulty mastering skills and standards, so they can be provided with timely assistance and support.
The Grade Level Collaborative teams identify students who have not mastered state standards. Students who are considered at-risk of failing, based on data analysis of aforementioned assessments and teacher observation, are referred to the Teacher Success Team where appropriate interventions are recommended and state guidelines are followed in order to insure the needs of the student are met in a timely fashion and appropriate support is given to enable the student to progress. Reading Renaissance enterprise Probes are used to measure growth during weeks of Tier III intervention. If interventions are not successful, the student is referred for comprehensive testing whereby the decision can be made to determine eligibility for either an IEP or a 504 plan. Struggling learners are provided assistance through differentiation and remediation by Highly Qualified certified and classified personnel, parent mentors, and computer-assisted instruction during the school day. Our elementary school counselor and our school social worker both provide services as needed or assist in making referrals to other agencies. Fast ForWord is attended by all students in grade K-6 and is a recognized RTI intervention. All students in grades K-6 are instructed through Spalding which is also a recognized RTI intervention. Accelerated Reading provides another avenue through which struggling learners are allowed to function on their success level. Starfall is used for remediation in kindergarten. K-6 students who are identified as at-risk of failing are referred in a timely fashion to the Teacher Success Team. Through our High School Mentoring Program, struggling students are inspired toward success through weekly support meetings. Teachers remain in close contact with parents of struggling students. Parents are encouraged to schedule parent-teacher conferences as needed and also to observe classrooms as desired. Parents of struggling students have access to the Parenting Center of the Picayune School District for support materials and counseling services.
D. High Quality Staff and Professional Development
A schoolwide program is required:
• To provide instruction by highly qualified professional staff;
• To support intensive and sustained professional development; and
• To include teachers in decisions regarding the use of assessments in order to provide information on student performance, and how to improve students’ performance and the overall instructional program.
NCLB requires that teachers and paraprofessionals who instruct in core subject areas must meet the highly qualified staff requirements or be working towards meeting the requirements.
Include the professional development plan for the entire school. Regardless of the funding source, all professional development activities should be included, because a schoolwide program is a whole-school effort.
Professional development activities should support the schoolwide program goals and activities. Teachers, paraprofessionals, specialists, and administrators should be involved in the training activities. Include a tentative training schedule, if possible.
1. List the professional development activities the school will implement to develop the schoolwide plan. If the team has created a professional development calendar, include the calendar.
Grade-level Chairs serve as mentors to new or lesser experienced teachers in their grade level. This provides constant guidance to the new teachers so that we are insured of consistency in delivery of instruction, proper adherence to school and district policies and procedures, and adherence to behavior that is generally accepted as being professional. This serves as an ongoing professional development for the new or lesser experienced teachers.
Presently, all of our faculty and staff are Highly Qualified. The following list of professional development activities will serve to aid our Highly Qualified faculty and staff in enriching the delivery of instruction and in implementing our plan for schoolwide improvement.
▪ Summer Curriculum Development
Certified & Classified
▪ Starr Brown: Bloom’s Taxonomy, Questioning Stems, and Common Core State Standards for Grades 3-6, and Testing Strategies, Successful Reading Instruction through Small Groups and Differentiation
Using the Madeline Hunter Model
▪ Title I Schoolwide Program 2011-2012
▪ Implementation of Behavior Plans in the Three Tier Process – Anita Dana & Karen Herndon
▪ The Components & Implementation of Cooperative Learning, Grades K-6 –
In-House
▪ ELMO/EPSON Training
▪ Fast ForWord/Reading Assistant Training –
Mardesia Chauvin
▪ Integrating Spalding Across the Curriculum – Dianne DuPont
▪ Common Core State Standards training – Grades K-6 Vera Beech
▪ Disaggregated Data Interpretation: MCT2 and EZ Test Tracker – Vera Beech
▪ Sight word and Reading Strategies for K-3 – In-House
▪ Integrity Time – Grades K-5, In-House
▪ Be Friendship Focused – Grade 6
▪ Successful Reader – Grades 3-6, In-House
▪ Stephanie McCullough - Common Core State Standards/Singapore Math
▪ Basic Math Facts and Computational Skills
▪ Reading Skills in Math
▪ Problem Solving Strategies in Math
▪ Revisit EnVision Math MCT2 & Common Core State Standards– Grades K-6
▪ Motivating Students to Perform, In-House
▪ Making Emotional Deposits, In-House
▪ Literature Circles – In-House
▪ Book Study: What Great Teachers Do Differently by Todd Whitaker
▪ Book Study: Differentiated Instructional Strategies for Reading in the Content Areas (DVD & Facilitator Guide for Book Study)
▪ School Test Coordinator – Stacy Shaw
▪ Assistant Teacher Training
▪ Reading Strategies Training
▪ District Subject Area Collaborative Planning
▪ School Test Coordinator Training – by District Curriculum Coordinator Vera Beech
▪ Grade-Level Collaboration
▪ Schoolwide Subject Area Collaboration Math & Language Arts, Gr. 3-6
▪ Three Tier Model Review/Revise – Anita Dana
▪ Ruby Payne Follow-Up- A Framework for Understanding Poverty
▪ Book Revisit: What Do You Say When by Hal Holloman & Peggy Yates
▪ Book Revisit: 50 Ways to Improve Student Behavior by Annette Breaux and Todd Whitaker
2. Describe how each professional development activity listed above relates to the priority areas needing improvement and how these activities will assist in improving student achievement.
▪ Summer Curriculum Development for Certified & Classified: revising pacing guides and adjusting them to Common Core State Standards, developing strategies for small group skills attack, developing guidelines for adding units to instruction incorporating Common Core State Standards and exemplars, adding multi-disciplinary components to exemplar units
▪ Starr Brown: Bloom’s Taxonomy, Questioning Stems, and Common Core State Standards for Grades 3-6, and Testing Strategies, Successful Reading Instruction through Small Groups and Differentiation Using the Madeline Hunter Model: Bloom’s Taxonomy is part of the foundation for the Common Core State Standards which are incorporated K-6; differentiation and small group instruction will be a focus in order to implement the Common Core State Standards so that each child finds success; the Madeline Hunter Model of instruction supports the instruction of Common Core State Standards
▪ Title I Schoolwide Program 2012-2013: Teachers will be informed about the Title I Schoolwide Program, our goals for improvement, and expectations for instruction during the 2012-2013 school year
▪ Implementation of Behavior Plans in the Three Tier Process – Anita Dana & Karen Herndon: Integrity in the implementation of different kinds of behavior plans will be the focus, enabling teachers to provide students with the behavior support that they need to be successful
▪ The Components & Implementation of Cooperative Learning, Grades K-6 –
In-House: The components and implementation of cooperative learning
will be presented to teachers of grades K-6. This will be an integral part of
instruction since Common Core State Standards are district-wide.
Therefore, it is of utmost importance that we begin implementing
this strategy in our daily instruction
▪ ELMO/EPSON Training: ELMO training will be for teachers in K-2 and EPSON training will be for teachers in grades 3-6 who are using the EPSON
▪ Fast ForWord/Reading Assistant Training – Mardesia Chauvin: Fast ForWord and Reading Assistant are both scientific-based programs that support the Language Arts instruction and are both recognized RTI components
▪ Integrating Spalding Across the Curriculum – Dianne DuPont: It is of utmost importance that the Spalding program is not taught in isolation; students must be reminded to use the components of word attack through their knowledge of the phonemes to read words that they do not readily recognize; teachers will be instructed on how to ensure that Spalding skills are being used to enhance the students’ education in all academic areas
▪ Common Core State Standards training – Grades K-6 Vera Beech: Vera Beech, the PSD Curriculum Coordinator will provide training to grades K-6 concerning the instruction of the Common Core State Standards
▪ Disaggregated Data Interpretation: MCT2 and EZ Test Tracker – Vera Beech: Vera Beech, the PSK Curriculum Coordinator will provide training on using disaggregated data to aid instruction so that we are meeting all student needs, challenging those who need to be challenged and providing support and or remediation those who need to be supported or remediated
▪ Sight word and Reading Strategies for K-3 – In-House: Teachers will be instructed on various ways to be sure that students are being taught sight words and on various reading strategies so that student needs are being met in ways that provide variety and motivation
▪ Integrity Time – Grades K-5, In-House: Teachers of Grades K-5 will be trained on the use of the Integrity Time kits which focus on good character; the less time spent on correcting poor behavior will allow for more time on task
▪ Be Friendship Focused – Grade 6: Teachers of Grade 6 will be trained on the use of Be Friendship Focused, a program of character education that will appeal to 6th graders and the issues they are facing in school and in society
▪ Successful Reader – Grades 3-6, In-House: Teachers of Grades 3-6 will receive training on the use of Successful Reader which is a motivational reading program using high-interest trade books to appeal to the non-interested, struggling reader
▪ Stephanie McCullough - Common Core State Standards/Singapore Math: Stephanie McCullough will deliver instruction to math teachers in K-6, focusing on the Common Core State Standards and Singapore Math
▪ Basic Math Facts and Computational Skills: Teachers will receive training on using the Math Facts in a Flash and on teaching students basic computational skills in order for the students to find success of the implementation of the Common Core State Standards
▪ Reading Skills in Math: Teachers will receive training on the use of reading skills to enable students to figure out what a math problem is asking them to do
▪ Problem Solving Strategies in Math: Teachers will receive training on problem solving strategies to enable students to recognize vocabulary words in math problems that give cues to what procedure(s) needs to be done in order to solve a problem; multi-sensory strategies will be investigated
▪ Motivating Students to Perform, In-House: Teachers will receive training on motivating the unmotivated student to perform academically
▪ Literature Circles – In-House: Reading Teachers in grades 3-6 will receive training on facilitating Literature Circles, engaging students in conversation about good literature and enabling students to work cooperatively together to gain reading skills and to improve their comprehension while experiencing quality literature
▪ Book Study: What Great Teachers Do Differently by Todd Whitaker: Teachers will participate in a book study which will reinforce proven and research-based strategies for improving school climate, instruction of curriculum, and student achievement
▪ Book Study: Differentiated Instructional Strategies for Reading in the Content Areas (DVD & Facilitator Guide for Book Study): Teachers will participate in a book study which will present the most effective ways of using differentiated reading instruction to increase students’ comprehension and vocabulary skills in any content area
▪ School Test Coordinator – Stacy Shaw: Teachers will receive training for administering the state writing test (grade 4), state science test (grade 5), and the MCT2 (grades 3-6). This training should insure proper test security, and adherence to specifications
▪ Assistant Teacher Training: Assistant teachers will be trained in school policies and procedures
▪ Reading Strategies Training: Teachers (new and re-newed) will receive training on the Reading Strategies Notebook and will be presented with the content thereof with the expectation that they will implement the strategies
▪ District Subject Area Collaborative Planning: Math teachers in grades 3-6 and language arts teachers in grades 3-6 will participate in Professional Learning Communities led by the District Curriculum Coordinator, Vera Beech
▪ School Test Coordinator Training – by District Curriculum Coordinator Vera Beech: The West Side Test Coordinator, Stacy Shaw, will be trained by the District Curriculum Coordinator concerning the rules and regulations concerning the administration of the state assessments (Writing, Science, and MCT2 for grades 3-6)
▪ Grade-Level Collaboration: teachers will meet with the principal to discuss curriculum, delivery of instruction, and student needs by grade level on a weekly basis
▪ Schoolwide Subject Area Collaboration Math & Language Arts, Gr. 3-6: Teachers in testing grades (3-6) will meet in subject-specific configurations to discuss curriculum, delivery of instruction, and student needs with the goal of improving student achievement
▪ Three Tier Model Review/Revise – Anita Dana: Anita Dana, Assistant Principal, will train all TST Chairs on updates for all TST procedures so that all students who are in need of RTI are able to be processed efficiently, adequately, and with integrity
3. Describe the on-going and embedded support and follow up to professional development to ensure staff implementation and effective use of the learned instructional skills and strategies.
• Starr Brown provided staff development in 2009-2010, in 2010-2011, and in 2011-2012 and will return to follow-up in 2012-2013 providing additional support through observations and teacher question/suggestion sessions.
• Spalding Workshop Follow-Up/Teachers Training Teachers – Dianne DuPont: Dianne DuPont will give instruction to Language Arts teachers who were not in the summer Spalding training (summer of 2011) and to new Language Arts teachers. She will continue to follow-up throughout the year with ALL teachers at West Side concerning the implementation of the Spalding program.
• Ruby Payne Follow-Up- A Framework for Understanding Poverty: This follow-up will remind teachers of the effect of poverty on the lives of those living in it and on the learning of students who are impoverished.
• Book Revisit: What Do You Say When by Hal Holloman & Peggy Yates: This follow-up will encourage teachers to remain positive and professional in their communication with children.
• Book Revisit: 50 Ways to Improve Student Behavior by Annette Breaux and Todd Whitaker: This follow-up will provide new teachers with proven classroom management techniques and strategies and will remind returning teachers of the positive benefits of these techniques and strategies
• Revisit EnVision Math MCT2 & Common Core State Standards– Grades K-6: This follow-up will ensure that teachers are connecting the EnVision Math program, the Common Core State Standards, and MCT2 preparation
• Follow-Up: Making Emotional Deposits, In-House: In December of 2011, teachers were trained on the effects of making emotional deposits into the lives of our students. This follow-up will encourage and enable teachers to take time to plan specific strategies that they will implement in their classes, in their grade levels, and schoolwide to enhance our academic environment through positive input.
• Weekly Grade-Level Collaborative Planning provides a climate for continual follow-up on all professional development.
• Shared Support Handouts on scientifically-based research
• Professional Journals and Magazines
• Administrative and Consultant Observations in Classrooms
E. Parent and Family Involvement
One of the advantages of the schoolwide program is the opportunity to use Title I resources to support activities for all parents. These activities should relate to the student academic goals as much as possible and should include activities that parents value. In exemplary parent involvement programs, parents actively participate in designing, implementing, and evaluating these activities.
The schoolwide program must:
• Create effective involvement of parents and conduct conferences with the parents of students who have not met academic standards, and
• Incorporate use of the parent-school compact, which must be attached to this plan.
1. Describe the key strategies planned to increase meaningful parental involvement that is designed to enhance home-school partnerships and improve student learning. These strategies should also be found in the Action Plan.
▪ Meet the Teacher Night
▪ Resources to check out
▪ Feedback and Suggestions
▪ Link on School Website
▪ Regular PTO meetings
▪ Classroom volunteers, mentors
▪ Science Fair/Reading Fair
▪ TST Meetings
▪ Grandparents/Veterans Day
▪ Program
▪ Field Trip Chaperones
▪ Family Math/Science/Technology Night
▪ Book Fairs
▪ Open Invitation to Visit and Have Lunch with Your Child
▪ Field Day Workers/Volunteers
▪ Title I Annual Parent Meeting
▪ Parent Orientation Nights
▪ Memos/Newsletters sent home
▪ PTO Newsletters
▪ Home/School
▪ Connection
▪ Newsletter (9 times a
▪ year)
▪ Recipe for Success
▪ Newsletter (9 times a year)
▪ Online Surveys
▪ Holiday Parties
▪ Phone calls, email, notes home, school calendar, and newsletters
▪ Assembly meetings for awards
▪ Brochure display
2. Briefly describe the process used to develop and implement the Parent Compact.
The Student-Parent-School Compact was developed from input collected from administration, grade level chairs, and Schoolwide Planning Team. Revisions will took place in March 2012 guided by the administration with input from the Schoolwide Planning Team and other parents and community members. All requirements for No Child Left Behind are met in the new compact. The Student-Parent-School Compacts will be distributed to all parents at registration and will be signed by the parent at this time. When students are assigned to a homeroom teacher, the student and teacher will also sign the Student-Parent-School Compact. Copies will be sent home, and the school will keep the original for its records.
3. Describe the process used to meet with parents of students who have not met academic standards.
Teachers contact parents of students experiencing difficulty with academic mastery. Teachers communicate student progress frequently. Parent/Teacher conferences are scheduled to promote parent and teacher dialogue. During the second semester, students of greatest need are placed in the during-school tutoring program. These students are identified by test scores (MCT2 and District Assessments), teacher recommendations, parent requests, and analysis of computer-based instructional data. Students are also identified by teachers when subject averages are N or U on Progress Reports or fall below 70 C on Report Cards. Parent/Teacher conferences are requested upon receipt of these reports. K-6 students who are identified as at-risk of failing are referred in a timely fashion to the Teacher Success Team. The Teacher Success Team involves the parent in the process of planning interventions to help their child to become successful. Teachers and staff recommend the use of the Parenting Center to those that are experiencing difficulty with academic objectives. The Picayune School District employs a full-time licensed elementary school counselor and social workers that will meet with students and parents to recommend community services as the need arises.
4. Attach a copy of the school/parent compact in relevant languages.
F. Coordination
1. Describe how the schoolwide program will coordinate transitions for preschool children into primary, where appropriate. Headstart, EvenStart, and Pre-Kindergarten must be addressed, if applicable.
Each year, pre-K children from our zone enjoy an introductory tour day which includes: observing a 1st grade language arts lesson, observing a kindergarten language arts lesson, visiting the school library and receiving a book, eating lunch in the cafeteria, and enjoying “recess” on the playground. These pre-K children are generally in attendance at various preschool programs in the district including Headstart and church-based programs.
Our school district allows for the Kindergarteners to begin school one week later than the other grades. This provides an opportunity for individual assessments by the Kindergarten teachers to determine academic and social readiness, an opportunity for parents to meet all of the Kindergarten teachers, for student health screenings by the school nurse and speech pathologist, and for consultations with district social workers concerning available resources at the Parenting Center. The district transportation department also provides a school bus to help ease the transition of preschool children into primary.
2. Describe other transitions that may be applicable to your school, such as elementary to middle school, middle school to high school, high school to post-secondary.
Presently, sixth grade band students receive instruction by the junior high school band director and are bussed to the junior high school for their band classes. Also, in the spring sixth grade students are provided the opportunity to participate in week-long trainings and tryouts for the junior high cheer squad and for the Junior Pride of the Tide dance team. In April, sixth grade students are transported to the junior high school for an introductory orientation session. At this session, students are introduced to the Principal, Assistant Principal, and the PJHS Student Council. Rules and procedures are discussed, and students receive instructions about choosing their classes for their seventh grade year. This opportunity provides sixth students needed information to make their transition to junior high a more pleasant experience.
3. Describe on-going coordination with other community programs and agencies such as homeless education or neglected/delinquent programs.
The following programs have been enjoyed in the past and are planned for 2012-2013 as well:
Bank Plus personnel will give a presentation on the importance of saving to second and third grade students. First National Bank helps in sponsoring our Track and Field Meet in which all district elementary school participate. Their financial support aids in providing the t-shirts that participants from West Side Elementary wear at the event.
The Picayune Rotary Club donates student dictionaries to each third grader. The Picayune Junior Auxiliary provides coats and uniforms for needy children.
A Mosquito Control presentation will be given by the MS State Department of Health to the 5th grade students.
Community business leaders will present lessons on citizenship and community professions to all 3rd grade classes.
Coast Electric will present a program on energy conservation to 4th grade classes.
The Red Cross will present a program on Hurricane Preparedness.
District social workers and school counselors coordinate efforts for homeless, neglected, or abused children.
Our school resource officer is available for safety and security presentations and is available to counsel with parents and students as needed. Our resource officer is made available through our district’s coordination with the Picayune Police Department.
To further connect with the community, West Side auditorium is used for a variety of community events, including the Boy Scout and Girl Scout organizations.
4. Describe district support for the schoolwide program implementation. Include activities and/or strategies for coordinating the schoolwide program with other district and school improvement efforts.
The district strategic plan supports the schoolwide program by emphasizing student achievement as well as school and community commitment to success for all children. This commitment to excellence is evidenced by allocation of resources and funding to promote increased student achievement. The Central Office administrators and program directors, along with building principals, meet regularly after school board meetings to collaborate and prioritize student and program needs and to discuss issues affecting student achievement and well-being. In this way, district initiatives are coordinated and implemented in a most efficient manner. Our district office provides applications to each building principal of Highly Qualified candidates to fill vacancies, insuring that all positions are filled by Highly Qualified employees.
G. Evaluation and Ongoing Program Development
1. Describe how and when the ongoing implementation of the schoolwide program will be evaluated and adjusted as needed.
The schoolwide program is reviewed annually and revised as needed on the
district level and the building level. Our Planning Team will meet and assess
the implementation of our schoolwide program as an ongoing process.
2. Describe the process to be used by the school and district to annually review and update the schoolwide program plan to ensure that progress is being made toward the goals of the plan.
In grade level collaborative meetings, the following data are analyzed quarterly or as soon as the data is available:
• Kindergarten: STAR Early Literacy, STAR Math, Reading Renaissance Enterprise, Scientific Learning Progress Tracker, (Psychological Corporation K-2 Assessment as needed), AIMS WEB probes
• Grades 1 – 2: STAR Reading, STAR Early Literacy, STAR Math, Reading Renaissance Enterprise, Scientific Learning Progress Tracker, District Assessments, (Psychological Corporation K-2 Assessment, as needed), AIMS WEB probes
• Grade 3: STAR Reading, STAR Math, Reading Renaissance Enterprise, Scientific Learning Progress Tracker, District Assessments, AIMS WEB probes, and MCT2
• Grades 4 – 6: STAR Reading, STAR Math, Reading Renaissance Enterprise, Scientific Learning Progress Tracker, District Assessments, AIMS WEB probes, and MCT2
The School Data Committee, consisting of administration and grade level chairpersons, reviews the above-posted data to ensure that progress is indeed being made toward the goals of improving student achievement and teacher effectiveness. This evaluation is ongoing.
3. On the district level, the Central Office administrators and program directors, along with building principals, continually review the schoolwide program plan to ensure that progress is being made toward the goals of the plan.
Fiscal Requirements
Fiscal Resources
One of the advantages of the schoolwide plan is the opportunity to combine funds and programs. Reauthorization permits schoolwide programs to incorporate funds from state, local, and other federal programs, in addition to Title I. It does not exempt schools from providing appropriate services to the children in the target population for each of these programs. To create a well-designed schoolwide plan it is imperative to know which funds are available to the school.
Schoolwide Programs are required to describe:
• How Title I funds and funds from other sources will be used to implement the schoolwide plan
• How Title I funding will supplement state and local funding
Funding Sources
List all federal and state sources of funds allocated to this schoolwide program. The estimated general education (building) funds and federal funds allocated to this school should be recorded on the chart below.
|Funding Source |Amount |Describe how funds will support Schoolwide |
| | |Program goals |
|District Funds | $1,515,188.00 | |
|Title I, Part A | $205,488.00 |Materials and equipment |
|Title I, Part C | | |
| |N/A | |
|Title II, Part A | | |
| |$38,923.61 |Class-size reduction, reducing |
| | |teacher/pupil ratio |
|Title II, Part D | | |
| |N/A | |
|Title III | | |
| |N/A | |
|Title IV | N/A | |
|Title V | | |
| |N/A | |
|Title VI | | |
| |-0- |During-school tutoring |
|Other | | |
A. Uses of Funds
Budget Narrative
1. Provide a brief budget narrative explaining how funds listed in the table on page 19 will be used to support the schoolwide plan.
State and local funds support basic instruction in keeping with the state’s accreditation requirements.
Title II funds support one class size reduction teacher assigned to 5th grade.
All federal positions are in addition to those required by state law and will supplement the instructional program. Funds are to be used to provide salaries, benefits, supplies, teaching supplies, and equipment that will be used to stimulate student achievement.
2. Complete the Schoolwide Program Budget Summary and include with each school’s schoolwide plan. (Please see worksheet 7 in the Budgetary Documents of the CFPA.)
Reminder:
Districts are required to demonstrate: (NCLB 1120A Fiscal Requirements):
• Maintenance of Effort with state and local funds in schoolwide programs,
• Supplement not Supplant and
• Comparable services
Supporting data for the Schoolwide Plan
• Data Collection Sheets (samples only)
• Summary of Survey Data
• Summary of Relevant Assessment Data
• Prioritization of Needs
• School Instructional Schedule
• Professional Development Calendar (or schedule)
• School Parent Compact
• School Parental Involvement Policy
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- template for writing a business plan
- free business proposal template pdf
- free marketing plan template microsoft word
- business plan template word
- template for conclusion paragraph
- business plan template free
- simple business plan template pdf
- business proposal template word
- blank business plan template free
- business plan template word document
- printable business plan template free
- startup business plan template excel